Session One. Session Two. Read. Read

Transcription

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2 Session One Developing critical consciousness & facilitating conversations about difference, privilege and education Session Two Sustaining efforts towards transformative change for equity & engaging a social justice framework for creating inclusive learning environments Present Facilitate Present Facilitate Read Read

3 Participants will be able to: List the core civil rights legislation related to education (Title VI, Title IX, IDEA and ADA). Explain the cultural nature of learning and the relationship to teaching and learning Explain what it means to be critically conscious Share their own autobiographical story about race, privilege and marginalization. Actively listen to others share their stories about race, privilege and marginalization.

4 Stay engaged Speak your truth Experience discomfort Expect and accept nonclosure Singleton & Linton (2006)

5 In adult learning journaling is a tool to aid learners in terms of personal growth, synthesis, and/or reflection on new information.

6 Possessing Critical Consciousness Equity- Oriented Educator Commitment to Social Justice

7 Possessing Critical Consciousness Recognizing Implicit Bias Understanding Power and Privilege

8 Educational Equity is when educational practices, policies, curricula, resources, and school cultures are representative of all students, such that each student has access to, participate and make progress in high quality learning experiences, resulting in positive outcomes regardless of her or his race, ses, gender, ability, religion affiliation, national origin, linguistic diversity, or other characteristics. 8

9 Whole Group 5 mins Complete Equity Indicators Matrix Look like Sound like Feel like Small Group 10 min Review data charts Compare VHS data with Equity Indicators Discuss What insights do you have regarding students learning experiences across groups? What questions surface for you about school structures, policies and practices and the relationship to students experiences across groups? Whole Group Process 5 min What conclusions might we draw about equitable practices at your setting?

10 Protects people from discrimination based on race, color or national origin in programs or activities that receive federal financial assistance. Title VI states that: No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.

11 Programs and activities that receive federal funds must operate in a non-discriminatory manner. These may include, but are not limited to: admissions, recruitment, academic programs, student treatment and services, counseling and guidance, discipline, classroom assignment, grading, vocational education, recreation, physical education, athletics, if it affects those who are intended to benefit from the federal funds.

12 Title IX of the Education Amendments of 1972 (Title IX) Prohibits discrimination on the basis of sex Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (Title II)/IDEA Prohibits discrimination on the basis of disability

13 Two minute Journal Entry

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15 The Cultural Nature of Learning What people bring with them Cultural Histories What s already there Institutional Culture The work people do together The Culture We Create Artiles, A., 2007

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18 What messages do we receive about race Officer Darren Wilson in his grand jury testimony in the shooting of Michael Brown. Brown was a demon, a monster with terrible resilience and incredible strength. through media content. Wilson, had the most aggressive face. That s the only way I can describe it, it looks like a demon, that s how angry he looked. images, conversations with friends, families, co-workers, etc.?

19 INTERNALIZED NEGATIVE MESSAGES ABOUT RACE AND BEHAVIOR Video Clips from What would you do & Inside Anderson Cooper Doll Study

20 McIntosh, K. (2014) PBIS Conference

21 BEHAVIOR: DIFFERENCES IN DISCIPLINE REFERRALS REASONS White students are referred more for: Smoking Vandalism Leaving w/o permission Obscene Language Black and Latino Students color referred more for: Disrespect Excessive Noise Threat Loitering Skiba, 2008 Indiana University

22 Contributing to Student Under Performance: A Function of Stereotype Threat In 1995, Claude Steele a social psychologist found that when a student s social identity is attached to a negative stereotype, that student will tend to underperform in a manner consistent with the stereotype. He attributes the underperformance to the student s anxiety that he or she will conform to the negative stereotype. The anxiety manifests itself in various ways, including distraction and increased body temperature, all of which diminish performance level.

23 McIntosh, K. (2014) PBIS Conference

24 and marginalize others.

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26 Individually Think about how power and privilege have shown up in your life. In what ways has your gender, ability, race, sexual orientation, economic status privileged you in the work place, community etc.? Pairs Both people complete the following statement: The emotions that came up for me during the discussion were. Quads 1. Discuss what troubles you when you think about surfacing issues of power, privilege and difference with colleagues. 2. Discuss what you find empowering about talking about equity.

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29 The Danger of the Single Story by Chimamanda Ngozi Adichie

30 Our lives are composed of many overlapping stories. If we hear only a single story about another person or persons, we miss critical understandings. If we hear only a single story, we are prone to judge, assume, or pity another person or group. If we hear only a single story, there is a tendency to see another person or persons as that story and nothing more we see/think in one dimension. We are all vulnerable to the single story.

31 Split in pairs. Each person share an aspect of their life story regarding race, privilege, or marginalization.

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33 Two minute Journal Entry

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35 What we talk about How we talk about it

36 Its about being a better listener by Ensuring everyone has an opportunity to talk Focusing on the interest rather than the position Attending to what is not being said, as well as what is being said Seeking first to understand Asking questions to stretch thinking rather than providing answers

37 When Where How

38 Session Evaluation Facilitation with Staff Readings Next Session: April 2, 2015 Social Justice Taking Action Towards Change

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